Compares J. Agee's film reviews for "Time" and "The Nation," concluding he assumed a more knowledgeable, sophisticated audience in readers of "The Nation." Analyzes content, style, and structure of reviews, showing loose structure, deductive reasoning, and rambling style in "Nation" reviews, and coherent,…

Offers an approach to using film as an object of analysis for writing classes having no previous knowledge of film terms and techniques. Provides 19 study questions to stimulate identification and a description of a director's techniques to facilitate an interpretation of what the film means. (JG)

Describes and compares the major approaches to organizing a writing course, classifying them under the following four terms: traditional modes, process, epistemic, and stylistic. Discusses the basic tenets of each teaching philosophy, suggests appropriate textbooks, and identifies various ways of implementing these approaches in the classroom. (JG)

Presents an assignment sequence, based on James Moffett's sequence of narrative types, designed to teach the various points of view most often used by authors. Provides instructions, including names of model texts for students to write pieces imitating such narrative techniques as interior monologue, correspondence, dramatic monologue, diary,…

Argues that writing assignments should (1) specify audience, purpose, and topic, (2) define rhetorical problems, (3) incorporate stages of the composing process, (4) provide timely feedback to avoid cognitive overload, and (5) follow some developmental sequence. Describes several assignments based on letter writing. (JG)

Describes three research report projects for second graders used in the science and social studies curriculum. Outlines class discussion strategies, sequential stages, use of notecards, encyclopedias, and other sources (including parents) for researching animal topics, biography projects, and studies of a farm. (JG)

Examines the debate between two approaches to teaching writing: imitation of classic models versus technical writing for the real world. Argues that, in either approach, a developmental sequence of assignments is paramount. Describes compromise course plan based on careers, in which students write research papers about vocations in which they are…

Discusses an alternative to the conventional close reading of a literary work in which students take on the role of any member of a film crew (director, screenwriter, filmscorer, etc.) and communicate how the scene would best be transferred to the screen. Notes that the activity cultivates critical analysis and serves as a springboard for personal…

Notes that when assigned writing topics requiring sophisticated reading students circumvent interpretation by rewriting the text in their personal idiom. Suggests that since meaning is discovered through process, students should be given numerous opportunities to respond to the same text. Offers several kinds of response activities. (JG)

Discusses style-developing assignments in which students simulate the characteristic features of a distinctive manner of speaking. Suggests using impersonation as an invention strategy (e.g., by adopting a controversial persona position), and to encourage stylistic fluency through parodies, dialogues, or polyphonic essays. Also suggests using…

Noting that combining reading instruction with writing instruction is more effective than teaching writing alone, describes and evaluates various sequential activities and exercises to promote involved reading. Includes mapping, summarizing, synthesizing, and critiquing assigned readings, all of which lead to the research paper. (JG)

Discusses ways to teach faculty in other disciplines about writing. Offers several writing assignments for interdisciplinary faculty workshops, provides guidelines for conducting such workshops, and outlines desiderata of the content area writing assignment. Appendixes include student writing assignments from courses in various disciplines. (JG)

Presents findings of a survey of participants in writing across the curriculum workshops at the University of Vermont. Notes that although nearly every class requires student writing, the kind of assignment is generally informational, does not engage discovery and direct involvement with material, and requires writing in the particular…

Explains that rhetorical invention can be viewed as an invitation to openness, whereas structure can be a closure. Describes a writing instruction method in which students write replies to the instructor's weekly letters, providing a genuine need that must be genuinely answered. Argues that rhetoric can enhance and enrich life. (SG)

Argues that since students often articulate their meaning in speaking better than they can in writing, teachers should improve their awareness of speech and writing connections. Describes such relationships and suggests teaching strategies using speech to improve writing. Covers group composition, reading aloud, transcribing prewriting…